This study was conducted to investigate the student-to-student interactions that take place in an online community college course, and how the interactions impact an online learning community. The literature review revealed three related themes: (a) the impact of the teaching/learning environment on student interaction, (b) barriers in the online environment, and (c) peer collaboration in the online environment. The case was selected using four selection criteria: (a) the class was offered completely online (b) the instructor was experienced teaching online classes, (c) computer technology was not the primary content of the course, and (d) the level of interaction was sufficient to investigate student interaction. Data were collected from public transcripts including bulletin board forum postings, email, group papers, and interviews. Six of the 16 students enrolled in the class and the instructor were interviewed. In this case, the environment impacted the way students interacted, collaborated, and socialized with peers. It changed the way participants existed within the learning community and impacted how students interpreted meaning and perceived time. The study generated findings with implications for community college instructors and participants of online learning communities. The online environment may impact: (1) how conflict is handled, (2) the quality of discussion among peers, (3) student involvement with peers, (4) the formation of cohesive groups, (5) a student's ability to interpret the meaning of comments made by others, (6) a student's expectations of the time needed to complete tasks and respond to others, and (7) the ability to design a flexible structure that encourages students to explore outside their comfort zone. Additional research is warranted. It is recommended that future studies be conducted to investigate how conflict, time, and collaboration impact an online learning community. / Graduation date: 2002

This interpretive study sought to understand how six GED graduates who dropped out of high school came to be enrolled at a rural community college, and what factors they perceived promoted or impeded their academic persistence and success. Specifically the study focused on student backgrounds, reasons for dropping out of high school, return motivations, and persistence factors influencing retention. Participants were selected based upon the following characteristics: 1) over the age of 21 2) enrolled both fall quarter, 1993 and winter quarter, 1994 3) studied for and took the GED at Yakima Valley Community College (YVCC) 4) received the GED after the test was revised in 1988 5) had earned at least 20 credits at YVCC by the end of fall quarter, 1993 In-depth student interviews and examination of student records provided data for the development of case records. Data analysis resulted in the generation of seven hypotheses. Among them were hypotheses that suggest that the GED was the key to accessing further education for returning adult high school dropouts, and that a primary benefit of passing the GED Tests was an increase in the self-confidence students needed to continue their education. The study also found that GED graduates recognized they may lack academic survival skills due to dropping out of high school, and that they were inclined to use college services for remediation. Four academic integration factors--the accessibility of a sequence of developmental classes, the existence of study skills or freshman orientation classes, the availability of tutoring, and supportive advising--contributed to the persistence and success of GED graduates. Two factors--the drive to become self sufficient, and the ability of students to develop a strong commitment to college through their faith in education to promote life changes--enabled students to persist and succeed. Participants provided evidence that GED graduates can succeed in community college as well as other students who have earned traditional high school degrees when certain academic conditions are in place. Finally, the study demonstrated the positive effect education can have in breaking the cycle of negative family attitudes toward schooling for the next generation. / Graduation date: 1995

A semester-long study examined the problems and needs of non-traditional women students. The subjects were a non-traditional undergraduate student enrolled in a beginning composition class and a non-traditional graduate student enrolled in an advanced composition class. The study argues that since universities and colleges are actively recruiting older students, these institutions should be more responsive to the unique problems posed by non-traditional women students, which are different from traditional-aged students. The study addresses non-traditional women students' reasons for returning to school and the personal and academic barriers they run into. The two case studies discuss their expectations relating to their composition classes in particular and fitting into the university system generally. In conclusion, recommendations are made in the specific areas of university systems, pedagogy, and future research. / Department of English

While a number of recent studies have addressed the overall educational experiences of larger groups of gay and/or lesbian students within institutions of higher learning, there are no in-depth studies which address the experiences of a small number of gay men and/or lesbians who are students in programs of visual art. This comparative case study of two gay male students of visual art considers three primary questions: what are the ways in which individual subjectivities and cultural practices of white, gay, male artists inter-relate; what is the impact of each artist's cultural productions on the broader culture in which they are located; and, what are the experiences of each subject within the postsecondary visual art's program in which each was enrolled. Data was collected through formal interviews, participant-observation, and an examination of the art practices of each subject. This study draws on the contributions, and the inter-relationships, of feminist, postmodernist, and queer theory literatures. In response to the first primary question, this study identifies: a range of denominators by which the subjects name themselves; four categories by which affiliated communities might be identified; a strong positive relationship between individual subjectivities and the practices of art. Second, this study concludes that: public response to the art practices of dissident subjects may vary in terms of mediums and methods; the relationship between language and visual art is variant between the two artists but the embeddedness of language in visual art is recognized; the subjects hold opposing views with respect to the role of the art object within culture, but, in both cases, the art object is seen as being integral, positively or negatively, to individual identities; art is a means to cultural knowledge, that is, visual art may serve as a means of articulating various queered theoretical standpoints; and finally, that the possibilities of camp are a means by which queer identities may be articulated and constituted in visual art practices. In response to the third primary research question, this study concludes that: there is either a lack of gay or queer content matter and expertise, or a strong negative reaction against queer experience in the programs of visual art presently considered; and finally, that the university is a site of cultural practice which continues to be a major legitimizer of social authority. In general terms, with respect to epistemologies, research methodologies, and texts, a number of necessary adaptations emerge which reflect the unique experiences of queer researchers engaged in the production of social knowledges with queer subjects. The research findings suggest that the incorporation of the needs of queer students into the Academy and the Arts would prove valuable, not only to students who so define themselves, but, because different perspectives reflect different and expanded knowledges, would contribute to the learning/living experiences of all post-secondary students of visual art. Recommendations for further research include continuing inquiry which similarly considers the experiences of lesbians in visual arts programs, and for larger scale studies with gay and/or lesbian students which may provide alternate kinds of data.

The purpose of this qualitative study was to explore the impact of differentiated instructional techniques on non-traditional, adult student engagement in an RN-BSN completion program course. Differentiated instructional techniques have been a staple method of teaching in K-12 education for a number of years. Differentiated instruction (DI) is a means of teaching students by considering learning preferences and by offering options for meeting course requirements. Non-traditional, adult learners have varied life experiences as well as learning needs. This study addressed how and why engagement of the adult learner in a nursing course was affected by using common differentiated instructional techniques such as model-building, tiered assignment, and literature circles. The study was conducted using case study method. A purposeful sample of non-traditional, adult learners enrolled in an RN-BSN health promotion nursing course was taken. Data were collected via participant observation and field notes, faculty interview, participant journals, open-ended questionnaires, researcher notes, and focus group transcript. Tiered assignments (blog and family assessment) and literature circle postings were also reviewed. Thematic content analysis (TCA) was employed for data analysis. Five major themes emerged from the data: valuing the student, framing, learning environment, non-traditional teaching techniques, and behaviors of engagement. Each major theme was composed of several subthemes. Subthemes associated with valuing the student included personhood, voice of the student, self awareness, choice, and skills related to Gardner’s Multiple Intelligences. The second theme of framing was connected with the subthemes of making meaning and context. The third theme of learning environment entailed subthemes of safety, freedom, structure, and forced engagement. The fourth theme of non-traditional teaching techniques included “Out-of-the-box” thinking, control over learning, and self-directed learning. The final theme of behaviors of engagement was comprised of subthemes of enjoyment, ownership, accountability, motivation, and creativity. Findings of the study indicated that each of the differentiated instructional techniques had a positive impact on student engagement. The subthemes served to identify specific aspects of the DI techniques that were found to be most beneficial for the non-traditional, adult learner. / Department of Educational Studies

While a number of recent studies have addressed the overall educational experiences of larger groups of gay and/or lesbian students within institutions of higher learning, there are no in-depth studies which address the experiences of a small number of gay men and/or lesbians who are students in programs of visual art. This comparative case study of two gay male students of visual art considers three primary questions: what are the ways in which individual subjectivities and cultural practices of white, gay, male artists inter-relate; what is the impact of each artist's cultural productions on the broader culture in which they are located; and, what are the experiences of each subject within the postsecondary visual art's program in which each was enrolled. Data was collected through formal interviews, participant-observation, and an examination of the art practices of each subject. This study draws on the contributions, and the inter-relationships, of feminist, postmodernist, and queer theory literatures. In response to the first primary question, this study identifies: a range of denominators by which the subjects name themselves; four categories by which affiliated communities might be identified; a strong positive relationship between individual subjectivities and the practices of art. Second, this study concludes that: public response to the art practices of dissident subjects may vary in terms of mediums and methods; the relationship between language and visual art is variant between the two artists but the embeddedness of language in visual art is recognized; the subjects hold opposing views with respect to the role of the art object within culture, but, in both cases, the art object is seen as being integral, positively or negatively, to individual identities; art is a means to cultural knowledge, that is, visual art may serve as a means of articulating various queered theoretical standpoints; and finally, that the possibilities of camp are a means by which queer identities may be articulated and constituted in visual art practices. In response to the third primary research question, this study concludes that: there is either a lack of gay or queer content matter and expertise, or a strong negative reaction against queer experience in the programs of visual art presently considered; and finally, that the university is a site of cultural practice which continues to be a major legitimizer of social authority. In general terms, with respect to epistemologies, research methodologies, and texts, a number of necessary adaptations emerge which reflect the unique experiences of queer researchers engaged in the production of social knowledges with queer subjects. The research findings suggest that the incorporation of the needs of queer students into the Academy and the Arts would prove valuable, not only to students who so define themselves, but, because different perspectives reflect different and expanded knowledges, would contribute to the learning/living experiences of all post-secondary students of visual art. Recommendations for further research include continuing inquiry which similarly considers the experiences of lesbians in visual arts programs, and for larger scale studies with gay and/or lesbian students which may provide alternate kinds of data. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Research in higher education service-learning suggests that there is a positive relationship between service-learning and student learning outcomes as well as a positive relationship between students‘ interactions with the ―real world‖ through service-learning and the effects of these experiences on deepening students‘ knowledge in their disciplines. Recent studies have established this positive relationship between service-learning and university composition and literature students. However, aside from the existing literature on service-learning and composition and writing, there has been virtually no examination of the relationship between service-learning and creative writing. The purpose of this study was to investigate how seven creative writing students experienced the process of creative writing differently after engaging in service-learning in a creative writing course at a large, urban university in the southeastern United States and to determine if students experienced a transformative learning experience as indicated by Mezirow‘s (2000) transformational learning theory. This research study employed an instrumental narrative case study design to determine how seven university creative writing students experienced the process of creative writing differently after taking a creative writing course with an optional service-learning component. The results of the study indicated that service-learning invoked a transformative learning experience in these seven higher education creative writing students, each in different ways—some in their writing processes and writing content, some in how they reflected upon themselves and their writing in relation to the ―outside world,‖ and some in their sense of civic duty

This study investigated the literate identities of college students who engage in various school and non-school writing practices simultaneously. In case studies of three student writers, the researcher seeks to explore how the discourse community roles, selfperceptions, negotiation of multiple writing processes and development of authority impacted the students’ identities as writers. Triangulated research methods included weekly interviews with the student participants, observation of the students in their writing classrooms and analysis of the students’ school and non-school texts over one semester. Students experienced several conflicts and synergies between contexts. Main findings indicated that writing across many academic and extra-academic settings during a short time period may alter self-perceptions, encourage or discourage the repurposing of writing processes, and limit the development of authority. Implications for teachers and researchers of college-level writing center on awareness of the literate lives of students beyond classroom walls. Future research questions are raised regarding the transfer of writing-related knowledge as it may occur in students with strong literate identities.

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conducted at a Predominantly White Institution. SAT scores and first and second-year college GPA showed to have the most prominent influence on both STEM completion rate and time taken to complete the degree. Females with higher first-year college GPA and higher high school rank finished faster. Similar results were found with first-generation students as well. Students belonging to ethnic minority groups with higher SAT scores and college GPA had greater success in STEM fields as well. The study results can be used to increase completion rates of underrepresented students in the STEM fields, given what we know about the interactions between underrepresented student groups and the most important predictors.